Milton Park Primary School

Milton Park Primary School is a larger-than-average primary school within the Extend Learning Academies Network. It serves a community with above-average deprivation and has a higher-than-average proportion of pupils with education, health and care plans. Since the previous inspection, the school has opened a local authority commissioned SEN unit for pupils with complex needs, including autism. Inspectors found most aspects of the school’s work to be secure: pupils are happy, feel safe, behave well and benefit from an inclusive culture. Safeguarding standards are met, and leadership, governance, early years, curriculum, personal development and behaviour are all positive. The school is well supported by the trust and governors, with strong staff development and wellbeing structures in place. The main area of concern is achievement. Over the last three years, outcomes in reading and mathematics at the end of Year 6 have been inconsistent and often below national averages, and the combined reading, writing and mathematics measure is below national. Disadvantaged pupils have notable attainment gaps, particularly in reading and mathematics, and some pupils have not been well prepared for the next stage of education. Leaders have introduced a new curriculum and a revised reading curriculum, and writing outcomes are now broadly in line with national averages. Gaps in foundational knowledge are being addressed, but these improvements are not yet consistently reflected in published data. Attendance is also an issue, with overall absence and persistent absence above national averages. Leaders have improved individual attendance through initiatives such as breakfast club and morning calls, but more work is needed, especially for disadvantaged pupils and pupils with special educational needs and/or disabilities. Overall, the school has solid foundations in inclusion, leadership, behaviour, personal development and early years provision. The key priorities are to embed the new reading curriculum so that attainment rises, to close the gaps for disadvantaged pupils in reading and mathematics, and to further improve attendance so that all pupils are well prepared for their next stage of education.

Strengths

• Inclusive culture with pupils’ needs at the heart of decision-making
• Effective SEN unit providing tailored learning so pupils with complex needs thrive
• Strong, determined leadership and committed governance
• Trust and governors provide effective support and challenge
• Calm and purposeful learning environment with consistent behaviour management
• Pupils feel safe, valued and respected, and say bullying is rare
• Ambitious, well-sequenced curriculum with enrichment opportunities
• Early years provision gives children a positive start and prepares them for Year 1
• Assessment is used effectively to identify gaps and adapt teaching
• Comprehensive staff development and careful attention to staff wellbeing
• Rich personal development programme, including pupil voice, values and after-school clubs
• Safeguarding procedures are precise and rigorous, with safeguarding standards met
• Attendance initiatives have secured notable improvements for individual pupils
• Pupils’ writing outcomes are now broadly in line with national averages

Areas for Improvement

• Achievement in reading and mathematics at the end of Year 6 has been inconsistent and often below national over three years
• Combined reading, writing and mathematics outcomes are below national averages over the latest three-year period
• Disadvantaged pupils’ attainment and progress gaps remain large, especially in reading and mathematics
• Some pupils are not well prepared for their next stage of education because of inconsistent achievement
• The new reading curriculum is still being embedded and has not yet led to consistently higher published outcomes
• Gaps in pupils’ foundational knowledge are being addressed but improved progress is not yet consistently reflected in published data
• Overall absence is above the national average
• Persistent absence is above the national average
• Monitoring of attendance needs further refinement for disadvantaged pupils and pupils with special educational needs and/or disabilities

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Milton Park Primary School attended 93.7% of sessions (the national figure for primary schools was 94.8%). 15.9% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.7% of pupils at Milton Park Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Milton Park Primary School had 21.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 18.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 26.0% of pupils at Milton Park Primary School were on SEN support (nationally 15.4%) and 9.5% had an education, health and care (EHC) plan (nationally 4.1%).

The school has a SEN unit with 11 pupils.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Milton Park Primary School received £7,290 and spent £7,325 for each of its 355 pupils. It ended the year with reserves of £175,000 (£492 per pupil).

Across all 9 schools of Extend Learning Academies Network, income was £7,731 and spending £7,803 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Weston-Super-Mare · North Somerset local authority: places and applications

Milton Park Primary School is part of Extend Learning Academies Network, which runs 9 schools. The nearest others:

• Mead Vale Community Primary School Weston-Super-Mare
• Mendip Green Primary School Weston-Super-Mare
• Walliscote Primary School Weston-Super-Mare
• Bournville Primary School Weston-Super-Mare
• Windwhistle Primary School Weston-Super-Mare
• Locking Primary School Weston-Super-Mare
• Oldmixon Primary School Weston-Super-Mare
• Banwell Primary School Banwell

What is Milton Park Primary School's Ofsted rating?

The latest Ofsted rating for Milton Park Primary School is Needs attention, from an inspection in June 2026.

When was Milton Park Primary School last inspected by Ofsted?

Milton Park Primary School was last inspected in June 2026.

How many pupils does Milton Park Primary School have?

Milton Park Primary School has 327 pupils on roll.

What age range does Milton Park Primary School cover?

Milton Park Primary School for pupils aged 4 to 11.

What are Milton Park Primary School's SATs (KS2) results?

In 2025, 54% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Milton Park Primary School?

Milton Park Primary School is at Milton Park Road, Weston-Super-Mare, Somerset, BS22 8DY.